ATTITUDINAL EVALUATION: A CONTRAST WITH ACADEMIC REALITY

Abstract

The assessment of the attitudinal dimension is an inherent element of contemporary academic evaluation processes. It is explicitly present at all educational levels as part of evaluation systems. In Basic and Secondary Education, attitudinal assessment is weighted as part of the overall student grade, and a score is assigned based on the attainment of specific competencies. Recent studies related to students' attitudes towards learning have commonly shown a predominantly positive attitude; this aspect implies a contradiction with the current academic reality. The objective of this essay-type article is to reflect on the contrast between the results of qualitative scale studies on attitudes towards learning and the reality of schools. It begins with the validation of results from various recent studies, which are then contextualized within the educational sphere to ultimately formulate a proposal that aims to objectify attitudinal evaluation processes. The main conclusions of this analysis indicate that the results of attitude evaluations using qualitative scales are inconsistent with academic reality, as they overlook the in situ element of the dimension and its inherent consistency. Moreover, attitudinal assessment applied in schools appears biased by elements of its own tacit culture and has lost objectivity. Only a clear, differentiated, and legitimate delineation of what encompasses the attitudinal dimension by educational actors allows for the generation of objective evaluation processes that can address weaknesses and promote quality education.